As residential schools were discredited, the child welfare system became the new agent of assimilation and colonization (Russel, 2015). The introduction of section 88 in the Indian Act made it possible to enforce provincial child welfare legislation on-reserves (Knozlowski, Sinha, Hoey, & Lucas, 2011). This allowed provincial child welfare authorities to apprehend Indigenous children living on these reserves, which resulted in a sudden acceleration in child welfare workers removing Indigenous children from their communities (Royal Commission on Aboriginal Peoples, 1996). Before Section 88 emerged less than 1% of children in care in BC were Indigenous but by the early 1960s, 34% of children in care were Indigenous (Knozlowski et al., 2011). …show more content…
The Indigenous culture was viewed as inferior and unable to adequately provide for the needs of their children, which was fully fuelled by disproportionate poverty rates as well as the repercussion of residential schools (Russell, 2015). Due to not being able to maintain the standards of European child-rearing practices and common values, social services workers attempted to rescue these children from the conditions they were living in (O’Connor, 2010). These issues have detrimental effects on the families of survivors of the residential schools for generations, also known as multigenerational trauma. Instead of addressing this social policy concern the government was contributing and controlling it, where Indigenous people had little power to address
From the late 1800’s to 1996 more than 100,000 aboriginal children attended residential schools in Canada. At a majority of these government operated schools there were reports of emotional, physical, sexual and spiritual abuse along with punishment for cultural activities. Residential schools were implemented to liberate aboriginal people from their savage ways in order for them to survive in the modernizing society.1 To a majority of the current Canadian population, impacts of residential schooling are a part of a distant past, disassociated from today’s events, this misconception. Long lasting impacts as a result of residential schooling include minimal education leading to poverty, stigmatization by the non-aboriginal public, abuses of aboriginal rights in areas such as land and the environment and the growing loss of Indigenous cultures in younger generations. With the continuing misconception of the history and lasting impact of residential schools conflict between Indigenous people and the Canadian Government has not ceased, but increased.
Knockwood explains the enforcement of residential ideologies as a “combination of physical intimidation and psychological manipulation which produced terror and confusion” (12). The premise of residential schools was to strip Indigenous children from their culture and Indigenous identity, forcing them to only speak English, or face severe consequences. Despite the government and churches best efforts, many Indigenous children still maintained their cultural roots and kept their language while at home. This governmental need for assimilation has had lasting impacts far beyond the scope of active residential schools. Neeganagwedgin notes, “while the schools may be physically closed, the legacy lingers” (34). Beyond this, she urges, present-day institutions still function in a way that continues to undermine and systematically deny, “Indigenous peoples their inherent rights as First Peoples” (Neeganagwedgin 34); such as the justice system, child welfare and the education systems.
On June 11th, 2008 the prime Minister of Canada released a full apology on behalf of Canadians for the Indian Residential Schools Systems, which were open from the 1870’s to the last one which closed in 1996. The damage done by residential schools ranged vastly and is still something aboriginal people suffer from today. The apology didn’t help the damage that was already done by residential schools or the colonization in general. The aboriginal community needs a new policy, which would help aboriginal people to get out of the poverty they face every day. To do this, Canada needs to invest more in the Aboriginal community. To do this, they need to invest in literacy, education, training, housing, and job creation.
Unfamiliar with extended family child-rearing practices and communal values, government social service workers attempted to ‘rescue’ children from their Aboriginal families and communities, devastating children’s lives and furthering the destitution of many families. Culture and ethnicity were not taken into consideration as it was assumed that the child, being pliable, would take on the heritage and culture of the foster/adoptive parents (Armitage, 1995). The forced removal of children and youth from their Native communities has been linked with social problems such as “high suicide rate, sexual exploitation, substance use and abuse, poverty, low educational achievement and chronic unemployment” (Lavell-Harvard and Lavell, 2006, p.144). Newly designated funds from the federal to the provincial governments were “the primary catalysts for state involvement in the well-being of Aboriginal children…as Ottawa guaranteed payment for each child apprehended” (Lavell-Harvard and Lavell, 2006, p.145). Exporting Aboriginal children to the United States was common practice. Private American adoption agencies paid Canadian child welfare services $5,000 to $10,000 per child (LavellHarvard and Lavell, 2006). These agencies rarely went beyond confirming the applicant’s ability to pay, resulting in minimal screening and monitoring of foster or adoptive parents (Fournier and
Residential schools ruined families' trust, children's lives, and generations to follow. Residential schools had an impact on Indigenous people resulting in fear, loss of identity, and loss of knowledge and traditions revealed in The Marrow
The current outcome of the Sixties Scoop is still unresolved; it was only in 2010 that a class action suit was brought to the courts in Ontario and 2011 from survivors in British Columbia. Restitution for this is far from over. According to John Beaucage the former Grand Chief of the Union of Ontario Indians, we have now entered a new stage in the assimilation of aboriginals called the “Millennium Scoop”. In his report commissioned by the Ministry Children and Youth Services he states “Although Aboriginal people make up about 2 per cent of the province’s population (2006 Census); we make up a far greater percentage of the children in care (estimates are from 10 to 20 per cent)” (Beaucage, 2011). While this is information is based on one report it does produce viable solutions and a basis for additional research.
From the 1870’s until the last school closed in 1996, at least 150,000 Indigenous children attended residential schools in Canada. More than 130 government mandated schools existed across the country. These schools were church administered, with the express purpose of forcibly removing Indigenous children from their native culture, in an effort to assimilate them into Euro-Canadian culture and thereby “kill the Indian in the child”. Countless families were torn apart as the Canadian government placed
For centuries, Indigenous peoples have been mistreated regarding their cultural traditions and land. Canada has a vast history of colonization and exploitation of indigenous lands and populations, resulting in cultural trauma, abuse, augmented homelessness, and many other severe consequences. Likewise, the Canadian government has tried multiple times to assimilate Aboriginal peoples through residential schools and the sixties scoop, where children were removed from their homes and forced to follow the European culture rather than their own. These past issues had a profound impact on the survivors and many Aboriginal families and communities have struggled to regain their identity and recover from this trauma. As it stands today, Aboriginal
“Where are they taking me, mom?! Help!” These were the screams of an Aboriginal child when he was dragged to a car that drove him away from his family. Aboriginal kids were forcefully abducted and placed at poorly built and equipped residential schools. Residential schools are a network of boarding schools for Indigenous peoples. Like a disease, these schools spread so fast on Canadian land. They were every Indigenous child’s nightmare. Kids who attended were traumatized due to the mental, physical, and sexual abuse they suffered. Canadians felt superior to Aboriginals which lead them to use their power excessively to civilize these communities. This issue is considered to be one of the darkest chapters in Canadian history. It has a significant impact on Aboriginal communities. Indians suffered a loss of culture and identity. This issue violates various human rights such as; Freedom of language, freedom of culture and religion, freedom of choice, and the freedom of safety and health. The two groups in this controversy are the aggressors; Canadian government, and it’s churches, and the victims; the aboriginals. The question is, is the Canadian government doing enough to make it up to those who suffered the ill effects of residential schools?
The Canadian government enacted an Indian Act in 1876 which outlines their approach towards the elimination of the Aboriginal government, land, religion, and so on. This policy’s central goal was to assimilate the entire aboriginal population into Canadian civilization. The act described how to categorize one as an Indian, how one could lose their Indian status, the abolition of Native traditions and practices, and much more. Through residential schooling, which was administered through the Indian Act, the country was able to force allegiance in mass volumes. The word ‘residential schools’ refers to a schooling system which intends to enforce Euro-Canadian values into Aboriginal youth. After many years of agonizing discrimination and
In the Indigenous community, when the community is faced with a trauma, it takes seven generations for the community to heal (Trimble, 2015). People may underestimate how oppressed and how much suffering the Indigenous communities had to struggle with, and continue to struggle with these issues today. We may underestimate how severe the situation is because many of us were not taught much about the impact of colonization on the Indigenous communities in school. There are many myths people may have concerning Indigenous life experiences, particularly schooling. To address these myths, I would begin by giving a brief history of residential schools. I would then analyze how residential schools have impacted the indigenous community and how they continue to affect them today. I would also mention the current issues children on reserves are facing today regarding school. Lastly, I would mention some of the progress that has been made. I will use the work of Sefa Dei to demonstrate the importance of community in education regarding the Indigenous people.
Canada as a nation is known to the world for being loving, courteous, and typically very welcoming of all ethnicities. Nevertheless, the treatment of Canada’s Indigenous population over the past decades, appears to suggest otherwise. Indigenous people have been tormented and oppressed by the Canadian society for hundreds of years and remain to live under discrimination resulting in cultural brutality. This, and more, has caused severe negative cultural consequences, psychological and sociological effects. The history of the seclusion of Indigenous people has played a prominent aspect in the development and impact of how Indigenous people are treated and perceived in today’s society. Unfortunately, our history with respect to the treatment of Indigenous communities is not something in which we should take pride in. The Indian Act of 1876 is an excellent model of how the behavior of racial and cultural superiority attributed to the destruction of Indigenous culture and beliefs. The Indian Act established by the Canadian government is a policy of Aboriginal assimilation which compels Indigenous parents under threat of prosecution to integrate their children into Residential Schools. As a nation, we are reminded by past actions that has prompted the weakening of the identity of Indigenous peoples. Residential schools has also contributed to the annihilation of Indigenous culture which was to kill the Indian in the child by isolating them from the influence of their parents and
Residential schools were government endorsed schools for Aboriginal children. When children were sent to the residential schools, they were taken away from their parents and placed into a strange, unsupportive environment where the standing parental figures were often abusive towards them. The Legacy of Hope Foundation (2015) says “First Nations, Inuit, and Métis children were often away from their parents for long periods of time and this prevented the discovering and learning of valuable parenting skills” (para. 1). These children never had a good parental figure growing up, so they never learned the skills needed to be one. Therefore, when they had children of their own, they did not know how to support them. In a regional study by the First Nations Centre, it was observed that almost half of the adults who’s parents had attended residential schools believed that the schools had an effect on how they were parented as children. They also believe that their grandparent’s attendance at residential schools had an effect on the parenting their own parents had received (The First Nations Centre, 2002/2003, “The Impact of Residential Schools”, para.1). Based on the evidence in this study, one can conclude that attendance at a residential school lead to a poor quality of parenting because the attendees of residential schools did not have a positive parental figure to learn parenting skills from. The past students of the residential schools did not know how to effectively
There has been lots of controversy about the Indian Residential Schools in Canada and its long term consequences. The Indian Residential Schools long lasting negative effects on the Canadian Identity and Indigenous peoples are still present today. This essay will outline the legal issues, mortality rates and poor conditions. Lasty the lasting effects from the Residential Schools present today in both the survivors, and the new generations. The conflicts between Canada’s Residential Schools and the Canadian Identity is a very problematic issue that Canadians of both Aboriginal descent and mainstream Canadians are trying to amend.
Residential schools in Canada were present for over 100 years and were created by the government to eliminate the Indigenous culture. These schools successfully separated families while creating huge cultural barriers between children and their Native culture (COHA, 2011). These children were forcibly removed from their families and taken to residential schools because Canadians saw Indigenous peoples as “backwards” or “savage” (COHA, 2011). They also believed that they were inferior to Natives and that these schools would help “civilize” aboriginals by replacing their Native traits with Western values (COHA, 2011).